This article aims to broaden discussions about the infinite within the mathematics education, used as a foundation of concepts in language games and family resemblances proposed by Wittgenstein in its second phase. More specifically, our research object consists in the analysis of the Language as constituting pedagogical practices that can mean the mathematical concept of infinite according to their use. By the same token, we try to glimpse at some of the possible meanings attributed to infinite, suggested by the displacement of the term in different contexts. The goal is to point to the plurality of this term, by establishing relations with the meanings acquired out of daily school mathematics and signaling other possibilities. Nevertheless, it is important to mention the formal and scientific influences to which the mathematical terms are subjected, as well as draw attention to the fact that mathematics fails to act in an essential mean by establishing unique and universal concepts.
